When asked to create two-dimensional paper model communities without adequate analysis of the US ... more When asked to create two-dimensional paper model communities without adequate analysis of the US lifestyles and architectural development, elementary education teacher candidates (TCs) in the Mid-west created residential areas with very little civic architecture, public transportation or amenities. The communities emulated suburban sprawl and reflected the students’ memories and lifestyles. A redesigned project included in-depth class discussion of social, economic, and ecological issues, along with a critical review of suburban history. Through democratic action TCs designed and created more socially and environmentally equitable model environments. Within the study the author reflects on the initial practice and pedagogy that she employed and then revised to enable TCs to think and organize civically, rather than materialistically. The author recommends built environment education within the pre-service education classroom to prepare students to be critically knowledgeable citizen...
This case study explored how seven New South Wales (NSW) tenth grade students, following their ar... more This case study explored how seven New South Wales (NSW) tenth grade students, following their art teacher’s prompts, engaged in art practice as research. They analyzed their creative process, researched artists’ forms and concepts, and conceptualized ideas to make critical interdisciplinary connections. They linked this research to their own knowledge and experiences to create and reflect upon artworks that had personal meaning and led to personal discoveries. Students used visual arts process diaries as research texts to record and communicate in both written and visual forms, revisit and plan ideas, reflect, and come to new conclusions. Students employed NSW Syllabi language as a metacognitive tool to recognize their approaches to research and art making. Students made metaphorical and symbolic connections, engaged in social critique, asked questions, and told their stories in this learning process.
The National Visual Arts Standards (NVAS) present ways for students in the United States to creat... more The National Visual Arts Standards (NVAS) present ways for students in the United States to create, present, respond, and connect to the world of art and artmaking (State Education Agency Directors...
Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: C... more Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: Citizenship education for a new generation. Cambridge, MA: Harvard Education Press.Making Civics Count: Citizen Education for a New Generation (2012), published by Harvard Education Press, is an edited volume of insightful research-based essays that make the case for revitalized civic education within the 21st Century. Editor David Campbell defines civic education as "the knowledge, skills, attitudes, and experience to prepare someone to be an active, informed participant in democratic life" (p. 1). According to Campbell, civic education is under threat by three main trends in American politics: decline in political activity, polarization of current politics, and a distrust of the government. Richard Niemi (Chapter 1) and Peter Levine (Chapter 2) maintain that today's Americans are less involved in their communities and in politics than they were in previous generations, and...
Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: C... more Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: Citizenship education for a new generation. Cambridge, MA: Harvard Education Press.Making Civics Count: Citizen Education for a New Generation (2012), published by Harvard Education Press, is an edited volume of insightful research-based essays that make the case for revitalized civic education within the 21st Century. Editor David Campbell defines civic education as "the knowledge, skills, attitudes, and experience to prepare someone to be an active, informed participant in democratic life" (p. 1). According to Campbell, civic education is under threat by three main trends in American politics: decline in political activity, polarization of current politics, and a distrust of the government. Richard Niemi (Chapter 1) and Peter Levine (Chapter 2) maintain that today's Americans are less involved in their communities and in politics than they were in previous generations, and...
/ Art EducAtion 47 E ric Garcia's large-scale oil paintings, drawings, installations, prints, and... more / Art EducAtion 47 E ric Garcia's large-scale oil paintings, drawings, installations, prints, and political cartoons examine versions of American history that have been overlooked and whitewashed. Aware that dominant history reflects a strategy of power, Garcia embraces the confluence of history, culture, and politics to challenge historical mythologies and identities and to prompt viewer reaction to create necessary dialogue. Garcia calls his style "comic baroque, " as it contains his childhood influence of comic books as well the Colonial Baroque style of early Mexico. Both were meant to inspire and inform their viewers using a single scene (Nuffer, 2012). Recommended for grades 9-12 J u D i t h B R i g g S Garcia's artistic goal is to educate and to challenge. While creating paintings for gallery consumption, Garcia also believes that creating political prints in the tradition of Mexican activist printmaker Jose Posada and creating cartoon commentary uses art as a vehicle to reach the greatest numbers. Garcia employs his political cartoons as weapons to strike at injustice and to expose issues that are often overlooked, whether they are local or global. According to Garcia, visual imagery is a powerful vehicle for telling stories (Nuffer, 2012). Garcia's work reflects on the past, but also poses questions for the present that incorporate politics, critique, and identity. instructional Resources Eric Garcia's artworks examine parts of American history that have been overlooked, challenging viewers to re-evaluate historical narratives.
Marilyn Zurmuehlen Working Papers in Art Education, 2001
The content of US K-12 art education is open to debate. In the past ten years, under the influenc... more The content of US K-12 art education is open to debate. In the past ten years, under the influence of Discipline Based Art Education (DBAE), curriculum writers have expanded the school art experience beyond the processes of art making to include aspects of art history, art criticism, and aesthetics. While this practice reframes the context of art making to inform it historically and theoretically, it falls short of cultural critique, which can also include an incorporation of visual and material culture study. It is imperative that US educators look for other methods of teaching art that include diverse art forms and that reflect the interdisciplinary structure and social concerns of our contemporary culture. This dissertation reviews a Statewide art education curriculum that includes all of the above topics, art making, art history, art criticism, aesthetics, and cultural and theoretical criticism as it occurs within the classrooms of two state run schools in Sydney, Australia. New South Wales (NSW) divides its art education curriculum into conceptual Frames, the subjective, the cultural, the structural, and the postmodern,, in order to direct ways of identifying, investigating, explaining, understanding, and judging works of art (NSW Support Document, 1997, p. 26). The Frames enable art educators and students to find connections between artistic forms, practices, their content, and their context. This research project included a seven week case study, from July 25, until September 8, 2000, of two Year Nine Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs, Hornsby Girls, a selective school, and Pennant Hills, a coeducational institution. Both schools' art departments and their student bodies
The Dongting Lake Basin (DTLB) of China is a flood prone area. Knowledge of the spatiotemporal ch... more The Dongting Lake Basin (DTLB) of China is a flood prone area. Knowledge of the spatiotemporal characteristics and risks of precipitation extremes is essential for flood mitigation. Based on the precipitation amount (R), precipitation intensity (Ri), max 1 day precipitation amount (Rx1) and max 5 day precipitation amount (Rx5), this study analyzed the spatial-temporal patterns, risks and investigated the influences of the precipitation extremes at seasonal scale. The distributed high values of R, Ri, Rx1, Rx5 and their 5-year return levels (R 5 , Ri 5 , Rx1 5 , Rx5 5) indicated high flood risks in the eastern and northern parts of the basin, and the general upward trends of these indices suggested increasing flood risks, except for some areas in southwestern part in spring and autumn. The precipitation extremes were related to the topographic and circulation factors, within which the latter might have greater roles. Furthermore, the trend directions of the 5-year return levels (R 5 , Ri 5 , Rx1 5 , Rx5 5) were not always the same as the initial indices (R, Ri, Rx1, Rx5), suggesting that overall decreasing (increasing) precipitation extremes do not always represent decreasing (increasing) risks of floods. Hence, policy makers should pay more attention to the risks of precipitation extremes rather than their overall tendencies.
When asked to create two-dimensional paper model communities without adequate analysis of the US ... more When asked to create two-dimensional paper model communities without adequate analysis of the US lifestyles and architectural development, elementary education teacher candidates (TCs) in the Mid-west created residential areas with very little civic architecture, public transportation or amenities. The communities emulated suburban sprawl and reflected the students ’ memories and lifestyles. A redesigned project included in-depth class discussion of social, economic, and ecological issues, along with a critical review of suburban history. Through democratic action TCs designed and created more socially and environmentally equitable model environments. Within the study the author reflects on the initial practice and pedagogy that she employed and then revised to enable TCs to think and organize civically, rather than materialistically. The author recommends built environment education within the pre-service education classroom to prepare students to be critically knowledgeable citize...
Online Yearbook of Urban Learning Teaching and Research, 2012
Within a two-year mixed method action research study, two cohorts of White senior preservice Art ... more Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials. Urban teaching intentions, teaching efficacy and urban teaching attitudes did not show a significant change within the first cohort while the second cohort demonstrated a significant change in teaching efficacy. Both cohorts showed a positive shift in urban teaching intentions. Both cohorts reflected positively on the urban field experience site. The second cohort exhibited greater empathy for urban student concerns and a greater appreciation for urban teachers' efforts. More time spent in schools with urban teacher mentors and students, along with a shift in the urban field experience to later in the semester may have contributed to the positive change in results.
The content of US K-12 art education is open to debate. In the past ten years, under the influenc... more The content of US K-12 art education is open to debate. In the past ten years, under the influence of Discipline Based Art Education (DBAE), curriculum writers have expanded the school art experience beyond the processes of art making to include aspects of art history, art criticism, and aesthetics. While this practice reframes the context of art making to inform it historically and theoretically, it falls short of cultural critique, which can also include an incorporation of visual and material culture study. It is imperative that US educators look for other methods of teaching art that include diverse art forms and that reflect the interdisciplinary structure and social concerns of our contemporary culture. This dissertation reviews a Statewide art education curriculum that includes all of the above topics, art making, art history, art criticism, aesthetics, and cultural and theoretical criticism as it occurs within the classrooms of two state run schools in Sydney, Australia. New South Wales (NSW) divides its art education curriculum into conceptual Frames, the subjective, the cultural, the structural, and the postmodern,, in order to direct ways of identifying, investigating, explaining, understanding, and judging works of art (NSW Support Document, 1997, p. 26). The Frames enable art educators and students to find connections between artistic forms, practices, their content, and their context. This research project included a seven week case study, from July 25, until September 8, 2000, of two Year Nine Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs, Hornsby Girls, a selective school, and Pennant Hills, a coeducational institution. Both schools' art departments and their student bodies
... As artifacts from contemporary visual culture, visual images inform everyone about society, t... more ... As artifacts from contemporary visual culture, visual images inform everyone about society, telling everyone who they are and what they value. ... She discusses the use of celebrity culture as well as visual culture in the classroom, and addresses the notion of youth culture as a ...
When asked to create two-dimensional paper model communities without adequate analysis of the US ... more When asked to create two-dimensional paper model communities without adequate analysis of the US lifestyles and architectural development, elementary education teacher candidates (TCs) in the Mid-west created residential areas with very little civic architecture, public transportation or amenities. The communities emulated suburban sprawl and reflected the students’ memories and lifestyles. A redesigned project included in-depth class discussion of social, economic, and ecological issues, along with a critical review of suburban history. Through democratic action TCs designed and created more socially and environmentally equitable model environments. Within the study the author reflects on the initial practice and pedagogy that she employed and then revised to enable TCs to think and organize civically, rather than materialistically. The author recommends built environment education within the pre-service education classroom to prepare students to be critically knowledgeable citizen...
This case study explored how seven New South Wales (NSW) tenth grade students, following their ar... more This case study explored how seven New South Wales (NSW) tenth grade students, following their art teacher’s prompts, engaged in art practice as research. They analyzed their creative process, researched artists’ forms and concepts, and conceptualized ideas to make critical interdisciplinary connections. They linked this research to their own knowledge and experiences to create and reflect upon artworks that had personal meaning and led to personal discoveries. Students used visual arts process diaries as research texts to record and communicate in both written and visual forms, revisit and plan ideas, reflect, and come to new conclusions. Students employed NSW Syllabi language as a metacognitive tool to recognize their approaches to research and art making. Students made metaphorical and symbolic connections, engaged in social critique, asked questions, and told their stories in this learning process.
The National Visual Arts Standards (NVAS) present ways for students in the United States to creat... more The National Visual Arts Standards (NVAS) present ways for students in the United States to create, present, respond, and connect to the world of art and artmaking (State Education Agency Directors...
Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: C... more Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: Citizenship education for a new generation. Cambridge, MA: Harvard Education Press.Making Civics Count: Citizen Education for a New Generation (2012), published by Harvard Education Press, is an edited volume of insightful research-based essays that make the case for revitalized civic education within the 21st Century. Editor David Campbell defines civic education as "the knowledge, skills, attitudes, and experience to prepare someone to be an active, informed participant in democratic life" (p. 1). According to Campbell, civic education is under threat by three main trends in American politics: decline in political activity, polarization of current politics, and a distrust of the government. Richard Niemi (Chapter 1) and Peter Levine (Chapter 2) maintain that today's Americans are less involved in their communities and in politics than they were in previous generations, and...
Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: C... more Making Civics Count Campbell, D., Levinson, M., & Hess, F. (Eds.). (2012). Making civics count: Citizenship education for a new generation. Cambridge, MA: Harvard Education Press.Making Civics Count: Citizen Education for a New Generation (2012), published by Harvard Education Press, is an edited volume of insightful research-based essays that make the case for revitalized civic education within the 21st Century. Editor David Campbell defines civic education as "the knowledge, skills, attitudes, and experience to prepare someone to be an active, informed participant in democratic life" (p. 1). According to Campbell, civic education is under threat by three main trends in American politics: decline in political activity, polarization of current politics, and a distrust of the government. Richard Niemi (Chapter 1) and Peter Levine (Chapter 2) maintain that today's Americans are less involved in their communities and in politics than they were in previous generations, and...
/ Art EducAtion 47 E ric Garcia's large-scale oil paintings, drawings, installations, prints, and... more / Art EducAtion 47 E ric Garcia's large-scale oil paintings, drawings, installations, prints, and political cartoons examine versions of American history that have been overlooked and whitewashed. Aware that dominant history reflects a strategy of power, Garcia embraces the confluence of history, culture, and politics to challenge historical mythologies and identities and to prompt viewer reaction to create necessary dialogue. Garcia calls his style "comic baroque, " as it contains his childhood influence of comic books as well the Colonial Baroque style of early Mexico. Both were meant to inspire and inform their viewers using a single scene (Nuffer, 2012). Recommended for grades 9-12 J u D i t h B R i g g S Garcia's artistic goal is to educate and to challenge. While creating paintings for gallery consumption, Garcia also believes that creating political prints in the tradition of Mexican activist printmaker Jose Posada and creating cartoon commentary uses art as a vehicle to reach the greatest numbers. Garcia employs his political cartoons as weapons to strike at injustice and to expose issues that are often overlooked, whether they are local or global. According to Garcia, visual imagery is a powerful vehicle for telling stories (Nuffer, 2012). Garcia's work reflects on the past, but also poses questions for the present that incorporate politics, critique, and identity. instructional Resources Eric Garcia's artworks examine parts of American history that have been overlooked, challenging viewers to re-evaluate historical narratives.
Marilyn Zurmuehlen Working Papers in Art Education, 2001
The content of US K-12 art education is open to debate. In the past ten years, under the influenc... more The content of US K-12 art education is open to debate. In the past ten years, under the influence of Discipline Based Art Education (DBAE), curriculum writers have expanded the school art experience beyond the processes of art making to include aspects of art history, art criticism, and aesthetics. While this practice reframes the context of art making to inform it historically and theoretically, it falls short of cultural critique, which can also include an incorporation of visual and material culture study. It is imperative that US educators look for other methods of teaching art that include diverse art forms and that reflect the interdisciplinary structure and social concerns of our contemporary culture. This dissertation reviews a Statewide art education curriculum that includes all of the above topics, art making, art history, art criticism, aesthetics, and cultural and theoretical criticism as it occurs within the classrooms of two state run schools in Sydney, Australia. New South Wales (NSW) divides its art education curriculum into conceptual Frames, the subjective, the cultural, the structural, and the postmodern,, in order to direct ways of identifying, investigating, explaining, understanding, and judging works of art (NSW Support Document, 1997, p. 26). The Frames enable art educators and students to find connections between artistic forms, practices, their content, and their context. This research project included a seven week case study, from July 25, until September 8, 2000, of two Year Nine Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs, Hornsby Girls, a selective school, and Pennant Hills, a coeducational institution. Both schools' art departments and their student bodies
The Dongting Lake Basin (DTLB) of China is a flood prone area. Knowledge of the spatiotemporal ch... more The Dongting Lake Basin (DTLB) of China is a flood prone area. Knowledge of the spatiotemporal characteristics and risks of precipitation extremes is essential for flood mitigation. Based on the precipitation amount (R), precipitation intensity (Ri), max 1 day precipitation amount (Rx1) and max 5 day precipitation amount (Rx5), this study analyzed the spatial-temporal patterns, risks and investigated the influences of the precipitation extremes at seasonal scale. The distributed high values of R, Ri, Rx1, Rx5 and their 5-year return levels (R 5 , Ri 5 , Rx1 5 , Rx5 5) indicated high flood risks in the eastern and northern parts of the basin, and the general upward trends of these indices suggested increasing flood risks, except for some areas in southwestern part in spring and autumn. The precipitation extremes were related to the topographic and circulation factors, within which the latter might have greater roles. Furthermore, the trend directions of the 5-year return levels (R 5 , Ri 5 , Rx1 5 , Rx5 5) were not always the same as the initial indices (R, Ri, Rx1, Rx5), suggesting that overall decreasing (increasing) precipitation extremes do not always represent decreasing (increasing) risks of floods. Hence, policy makers should pay more attention to the risks of precipitation extremes rather than their overall tendencies.
When asked to create two-dimensional paper model communities without adequate analysis of the US ... more When asked to create two-dimensional paper model communities without adequate analysis of the US lifestyles and architectural development, elementary education teacher candidates (TCs) in the Mid-west created residential areas with very little civic architecture, public transportation or amenities. The communities emulated suburban sprawl and reflected the students ’ memories and lifestyles. A redesigned project included in-depth class discussion of social, economic, and ecological issues, along with a critical review of suburban history. Through democratic action TCs designed and created more socially and environmentally equitable model environments. Within the study the author reflects on the initial practice and pedagogy that she employed and then revised to enable TCs to think and organize civically, rather than materialistically. The author recommends built environment education within the pre-service education classroom to prepare students to be critically knowledgeable citize...
Online Yearbook of Urban Learning Teaching and Research, 2012
Within a two-year mixed method action research study, two cohorts of White senior preservice Art ... more Within a two-year mixed method action research study, two cohorts of White senior preservice Art Educators reflected on anti-racist and anti-classist course materials and attended field experiences within urban schools. A majority of both cohorts identified systemic racism within social systems and language after engaging in course materials. Urban teaching intentions, teaching efficacy and urban teaching attitudes did not show a significant change within the first cohort while the second cohort demonstrated a significant change in teaching efficacy. Both cohorts showed a positive shift in urban teaching intentions. Both cohorts reflected positively on the urban field experience site. The second cohort exhibited greater empathy for urban student concerns and a greater appreciation for urban teachers' efforts. More time spent in schools with urban teacher mentors and students, along with a shift in the urban field experience to later in the semester may have contributed to the positive change in results.
The content of US K-12 art education is open to debate. In the past ten years, under the influenc... more The content of US K-12 art education is open to debate. In the past ten years, under the influence of Discipline Based Art Education (DBAE), curriculum writers have expanded the school art experience beyond the processes of art making to include aspects of art history, art criticism, and aesthetics. While this practice reframes the context of art making to inform it historically and theoretically, it falls short of cultural critique, which can also include an incorporation of visual and material culture study. It is imperative that US educators look for other methods of teaching art that include diverse art forms and that reflect the interdisciplinary structure and social concerns of our contemporary culture. This dissertation reviews a Statewide art education curriculum that includes all of the above topics, art making, art history, art criticism, aesthetics, and cultural and theoretical criticism as it occurs within the classrooms of two state run schools in Sydney, Australia. New South Wales (NSW) divides its art education curriculum into conceptual Frames, the subjective, the cultural, the structural, and the postmodern,, in order to direct ways of identifying, investigating, explaining, understanding, and judging works of art (NSW Support Document, 1997, p. 26). The Frames enable art educators and students to find connections between artistic forms, practices, their content, and their context. This research project included a seven week case study, from July 25, until September 8, 2000, of two Year Nine Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs, Hornsby Girls, a selective school, and Pennant Hills, a coeducational institution. Both schools' art departments and their student bodies
... As artifacts from contemporary visual culture, visual images inform everyone about society, t... more ... As artifacts from contemporary visual culture, visual images inform everyone about society, telling everyone who they are and what they value. ... She discusses the use of celebrity culture as well as visual culture in the classroom, and addresses the notion of youth culture as a ...
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Papers by Judith Briggs